This dissertation researched a problem into the development of socio-communicative competence of future higher education establishment teachers, and suggested a new approach to its resolution, which is based on implementation of techniques of development of socio-communicative competence of these specialists in the process of Master's degree training.On the basis of analysis of social and psychology-pedagogical literature, this dissertation reveals methodological and theoretical principles of the development of socio-communicative competence of future higher education establishment teachers in the process of Master's degree training, the foundation of which are the following: European and domestic state normative documents regarding the preparation of higher education establishment teachers, which outlines the main requirements for the aforementioned specialists; fundamental scientific resources, which specify main definitions of the research, such as “competence”, “social competence”, “communicative competence”, “socio-communicative competence”, “socio-communicative competence of future higher education establishment teachers”, “pedagogical techniques”; scientific developments in regards to socio-communicative competence of a higher education establishment teacher who is in the process of Master's degree training; achievements of modern scientists and results of the dissertation research, which discuss methods of teaching, which optimize the process of development of socio-communicative competence of higher education establishment teachers in the process of Master's degree training. The dissertation presented the essence of contextual-professional stage of techniques, which is aimed towards the content transformation of the education process in the direction of mastering socio-communicative knowledge and skills of Master's degree students. The foundation of this stage is based on a renewed list of disciplines “Psychology of higher institution”, “Modern techniques of organization of educational process of higher establishment”, “Professional pedagogical communication”, “Crises and deformations of professional development of the higher education establishment (HEE) teacher”; Implementation of the following methods of teaching: dialogue-discussion (dispute, debates, discussion, brainstorming, round-table, symposium); situational (problematic situations, case-method, communicative situational tasks). The key role is allocated to strategies (“Reciprocal teaching” by Brown and Palinscar, “Zigzag”, “Reverse zigzag” by T. Hedeen), “Round table writing”, “Think in pairs”) and techniques (“aquarium”, “hot chair”, “puzzle”, “puzzle-2”, “team education”, brainstorming, “Delbeck method”, “synaptic method
